‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

Vuckovic, Verica; Carlson, Elisabeth; Sunnqvist, Charlotta

doi:10.1080/01612840.2021.1929595

Cited by 6 publications

(6 citation statements)

References 50 publications

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“… Melrose and Shapiro (1999) noted that students who did not feel included by staff during their clinical rotation eventually stopped being involved in staff groups, seeking out alternatives to use their time well. Alternatively, Vuckovic et al (2021) indicated that students viewed the mental health clinical placement as positive, in part, when they have an enriched learning environment where student preceptors and staff are available to meet the students’ academic needs and provide emotional support. Students’ connections and time with their preceptor or clinical instructor can profoundly influence their experience during mental health clinicals.…”

Section: Discussionmentioning

confidence: 99%

“…Similar to simulation, at the end of a clinical day, the students should be given time to debrief with clinical faculty to discuss the occurrences of the day. Vuckovic et al (2021) reported students discussed the importance of relating theoretical concepts to the individual patients in their care to develop concepts learned in the didactic lecture. In addition, checking in with students’ emotional states throughout the day and during the debriefing period is essential ( Melrose & Shapiro, 1999 ).…”

Section: Discussionmentioning

confidence: 99%

“…Research indicates that students who feel uninvolved by staff during clinical rotations lose interest in the field ( Melrose & Shapiro, 1999 ). In contrast, when students were in enriched learning environments where staff were engaging, students held more positive views of psychiatric nursing ( Vuckovic et al, 2021 ). As health care organizations are faced with staffing shortages, the RAM can be used to encourage staff to welcome and involve nursing students during clinicals as a way to increase recruitment of nursing students.…”

Section: Discussionmentioning

confidence: 99%

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Creating Effective Post-Pandemic Psychiatric Nursing Clinical Experiences Using the Roy Adaptation Model

2022

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Introduction The COVID-19 pandemic significantly impacted students in psychiatric clinical rotations. Clinicals were frequently limited or canceled, restricting exposure of student nurses to this experience. Many modifications led to permanent changes in the psychiatric clinical setting. Objectives The purpose of this manuscript is to provide a cohesive approach to serving student nurses in the post-pandemic psychiatric clinical setting. Methods A theoretical exploration of the literature framed by the Roy Adaptation Model (RAM) was conducted. Discussion Results are presented using the four modes of the theory: Physiological, Self-Concept, Role Function, and Interdependence. Conclusions Findings include strategies to enhance student learning while supporting students’ health and wellness. Educators and practitioners should provide high-quality, safe learning environments for student nurses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Creating Effective Post-Pandemic Psychiatric Nursing Clinical Experiences Using the Roy Adaptation Model

2022

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“…This support can be guided by a reflective approach to support nursing students in taking responsibility in the care for the patient and in preparing for their future professional role as a carer. Moreover, the importance of a supportive clinical learning environment provided by staff, supervisors and peer learning has been emphasized (Vuckovic et al, 2021 ). This is in line withCant et al ( 2021 ) who described that the educational atmosphere is associated with the supervisory relationship, the leadership of the ward and the premises where nursing takes place rather than the performance of clinical nursing tasks.…”

Section: Introductionmentioning

confidence: 99%

The perspectives of patients, nursing students and supervisors on “the caring–learning space” – a synthesis of and further abstraction of previous studies

Holst

Ozolins

Brunt

et al. 2023

International Journal of Qualitative Studies on Health and Well

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The aim was to describe and gain a greater understanding of the phenomenon “caring-learning space” based on the perspectives of patients, nursing students, and supervisors in clinical practice contexts. A general structure of the phenomenon “caring-learning space” was created based on essential structures from five empirical studies. The analysis is based on a reflective lifeworld research approach (RLR). The “caring-learning” space shows itself in terms of interpersonal relationships between patients, students, supervisors, and other actors in the care environment. It is first when the learning space is accepted as a part of caring, that a “caring-learning space” is created. A flexibility and a receptivity are seen where the learning is allowed to become visible and be integrated in the caring processes when caring and learning to interact. A caring-learning space is established by the patient being the focal point, but also a co-creator in caring as well as learning regardless of her/his health status. This entails that the ”caring-learning space” exists when patients, students, supervisors and other healthcare professionals interact based on their ability and role in the space.

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“…The knowledge of nursing students' recovery attitudes and education in psychiatry are sparse ( 17 ). However, in Australia, challenges with implementing personal and social recovery in recovery‐focused services have been ascertained ( 18 ).…”

Section: Introductionmentioning

confidence: 99%

Psychiatric care and education understood from a student perspective: Enhancing competences empowering personal and social recovery

Damsgaard

Overgaard

Dürr

et al. 2022

Scandinavian Caring Sciences

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Background During the last decades, a recovery‐based approach has called for a change in mental health care services. Several programmes have been presented, and the need to develop student and professional competences in education and clinical practice has been documented. Aim The aim of this study was to explore how psychiatric care is understood seen from a student perspective (nursing students, masters nurses and a master in applied philosophy) with focus on their personal competences and the educational interventions empowering processes for users' personal and social recovery. Method A qualitative design with a phenomenological–hermeneutic approach based on the French philosopher Paul Ricoeur's theory of interpretation. Data were collected through semi‐structured interviews. Findings All interviewees expressed that both theoretically and clinically students did not experience a recovery‐oriented approach empowering users' personal and social recovery process. On the contrary, they experienced that both education and practice were dominated by a biomedical approach providing clinical recovery. However, several students were aware of their need of developing personal and relational competences to be able to support the users' personal and social recovery journey. The students expressed that there is a need for educational processes targeting personal competences in ‘becoming a professional’ supporting ‘presentness and awareness’ and thereby the development of relational abilities and the courage to engage. The results relate to two nursing schools and two universities. Conclusion A biomedical approach dominates and makes it difficult to develop students' personal competences during education in practice and theory vital to the development of personal and social recovery‐oriented practices. It is recommended that educators—in practice and in school—accentuate presentness, awareness and creativity as crucial relational capabilities and incorporate this in their teaching and supervision method, supporting the education and formation of the students' (and teachers' and supervisors') personal development processes.

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‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

Cited by 6 publications

References 50 publications

Creating Effective Post-Pandemic Psychiatric Nursing Clinical Experiences Using the Roy Adaptation Model

Creating Effective Post-Pandemic Psychiatric Nursing Clinical Experiences Using the Roy Adaptation Model

The perspectives of patients, nursing students and supervisors on “the caring–learning space” – a synthesis of and further abstraction of previous studies

Psychiatric care and education understood from a student perspective: Enhancing competences empowering personal and social recovery

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